Early Childhood Education Journal

, Volume 45, Issue 4, pp 537–543 | Cite as

Reading Anxiety in L1: Reviewing the Concept

  • Luciane R. PiccoloEmail author
  • Claudia Hofheinz Giacomoni
  • Annelise Julio-Costa
  • Susani Oliveira
  • John Zbornik
  • Vitor G. Haase
  • Jerusa F. Salles


Elevated levels of anxiety have been associated with students’ poor academic performance. Research on domain-specific anxiety patterns in reading has demonstrated that reading anxiety is associated with, yet distinctive from, general anxiety. Reading anxiety is an unpleasant emotional reaction experienced by students when reading; it is a specific phobia, situational type. Although reading anxiety has been largely studied in the context of second language acquisition (L2), there is a lack of new research on reading anxiety related to first language learning (L1). In this article we investigate the concept of reading anxiety, as well as the instruments that have been used to evaluate it. Finally, we present the repercussions of reading anxiety upon students’ reading performance and discuss the importance of evaluating reading anxiety as a route to better understandings of reading disabilities.


Reading anxiety Reading Anxiety Academic achievement 



Funding was provided by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior.


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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Luciane R. Piccolo
    • 1
    Email author
  • Claudia Hofheinz Giacomoni
    • 1
  • Annelise Julio-Costa
    • 2
  • Susani Oliveira
    • 1
  • John Zbornik
    • 3
  • Vitor G. Haase
    • 2
  • Jerusa F. Salles
    • 1
  1. 1.Universidade Federal do Rio Grande do Sul - UFRGSPorto AlegreBrazil
  2. 2.Universidade Federal de Minas Gerais - UFMGBelo HorizonteBrazil
  3. 3.Lorain County Board of EducationElyriaUSA

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